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Willingness to Communicate Inside the Classroom for Foreign Language

Learners: A Study with Turkish Learners

Conference Paper · May 2008

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 Willingness to Communicate Inside the
Classroom for Foreign Language
Learners: A Study with Turkish Learners
Ali Merç

Abstract — This study aims to investigate a) the relationship between willingness to communicate (WTC) inside the
classroom and language learning orientations, b) effect of language learning orientations on WTC inside the classroom, and
c) the effect of social support on language learning orientations. The participants are 28 university students from Anadolu
University, Turkey, studying English in a course provided by the School of Foreign Languages as a three-hours-a week
program as Intermediate level students. A WTC questionnaire was used as the research instrument with certain changes.
The results of the study revealed that students were found to be willing to communicate more on reading tasks, to be willing
half of the time in speaking skills and comprehension skills. Writing skills were measured to be the ones students were the
least willing to communicate. Also, language learning orientations of the participants showed that they didn’t have a certain
reason for learning English as a whole group such as travel, friendship, knowledge, job-related, and school achievement.
However, ‘knowledge’ was found to be the most popular orientation among all others. Finally, it was found that there might
not be an important effect of social support on orientations to learn English.

Index Terms — foreign language learning, language learning orientations, social support, willingness to communicate

——————————
——————————

1 INTRODUCTION all cultures, people differ dramatically from

one another in the degree to which they

W
ithin language learning research actually do talk. Some people talk very little,
area, certain factors were identified they tend to speak only when spoken to-and
that affect the language learning sometimes not even then. Others tend to
process and especially, the learner. Ellis verbalize almost constantly. Many people talk
states that external factors such as social more in some contexts than in others, and
factors, input, and interaction; and internal most people talk more to some receivers than
factors such as language transfer, cognitive they do to others. This variability in talking
accounts, and language universals may be behavior among people is alleged to be
the factors having impacts on language rooted in a personality variable, which we call
learning [1]. However, these factors would not "Willingness to Communicate" (p. 72) [3].
be sufficient to explain the language learning This quotation gives us a broad
differences stemming from the learners’ own understanding of what WTC means as both a
personality and characters. personality concern and as a ‘dramatic’
Considering the differences among individual difference among individuals.
individual learners, one can talk about the Although WTC is a communication research
effect of psychological states of the learners, issue in which certain studies were conducted
which leads second language researchers to to clarify the differences among certain
understand “motivation” and “orientations for individuals and people of different cultures [4],
language learning”. These considerations are [5], [6], it has also been the research interest
related to a new concept that Strong identifies of second/foreign language learning scholars
as the new effect of motivation on language [7].
learning: willingness to communicate (WTC) Lately, as a part of “motivation”, a factor
[2]. In order to comprehend what WTC means influencing second language (L2) learning,
better, these words from McCroskey and “language learning orientations” that
Richmond will be essential to quote: MacIntyre identified as “job-related, travel,
Although talk probably is a vital component friendship, and increased knowledge” (p. 37)
in interpersonal communication and the [7], might be an important factor in learning a
development of interpersonal relationships in second/foreign language. Similarly, social
————————————————
support, as Ngeow [8] and MacIntyre et al [9]
has already suggested, can be both a kind of
 Ali Merç is with Anadolu University, Yunusemre
Kampusu, 26470 Eskişehir, TURKEY. E-mail: motivation for language learners and a factor
[email protected] affecting their in-class and out-class

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 IASK PROCEEDINGS

communication. their descriptive study, McCroskey and

Besides, social support for learning a Richmond claim that WTC and extroversion
language is counted as the support and the are strongly correlated. They also indicate
opportunity for learning a foreign language considering the research results that the ones
from sources including parents, teachers and with high self-esteem might be more wiling to
parents [7]. communicate. However, they conclude that
Considering the research results of the differences and correlations would be related
related studies conducted on WTC in different to differences between individuals who
cultural contexts and based on the recent participated in the studies and further studies
study of MacIntyre et al which adapts WTC are needed.
into language learning research area, this A similar study was conducted by
study aims to find answers to following Sallinen-Kuparinen and McCroskey to
questions [7]: investigate the cross-cultural differences
1. Is there a relationship between between Finnish and other populations in
language-learning orientations and learners’ terms of communication orientations such as
WTC inside the classroom? WTC, communication apprehension,
2. Does social support affect WTC inside introversion, and self-reported communication
the classroom? competence with 249 college students [6].
3. Does social support affect language- The results put forward that Finnish students
learning orientations? were less willing to communicate than the
Interpreting the results of the study, students from other countries. Also,
implications for language classrooms will also differences between Finnish and other
be discussed in this paper. cultures appear in introversion. While they
were found to be more introverted ones, the
other variables including communication
2 REVIEW OF LITERATURE apprehension and self-reported
communication competence did not show
“WTC is to a major degree situationally significant differences among cultures.
dependent. Nevertheless, individuals exhibit Researchers conclude that differences and
regular WTC tendencies across situations [5]. similarities are associated with cultural
Namely, where individuals are willing to differences between Finnish and other
communicate is difficult to determine. populations.
Although communication research on WTC Furthermore, in a similar study, Chan and
has been the work of over half century, one McCroskey, cited in Zakahi and McCroskey,
measurement has been the research material [4] had found that students with high WTC
of the studies. The 20-item probability- were significantly more likely to participate in
estimate scale requests participants to classroom interactions verbally than the ones
express the percentage of probability for them with low WTC.
to start the conversation in certain situations. As the basic aim of this paper, the
This scale has quite a high content and connection between WTC as a popular
predictive validity as well as reliability as communication research area and second
McCroskey and Richmond found out [5]. language acquisition research, McIntyre et al
Moreover, certain studies on WTC used this suggested a pyramid called “Heuristic Model
scale for many purposes. [4], [3], [5], [6] of Variables Influencing WTC” [9]. At the top of
Zakahi and McCroskey investigated the pyramid, the L2 communication takes
whether high WTC individuals were more place just after completing the step of WTC
likely to participate in an ‘out-of-class’ stage. By following the steps below, a
communication study or not with 381 students language learner is supposed to achieve the
in an introductory communication class [4]. level of communicative L2 use. The pyramid
The results showed that high WTC students consists of six layers with situations in
were more likely to participate in out-of-class different contexts (p. 371):
communication study, were more likely to be
scheduled before the study, and were more Layer1: L2 Use [Communication
likely to participate after persistent efforts of Behavior (1)
the researcher than the low WTC subjects. Layer2: Behavioral Intention [Willingness
The researchers suggest that communication to Communicate (2)]
studies bear in mind the WTC level of the Layer3: Situated Antecedents [State
students for their studies. Communicative Self-Confidence (4)-Desire to
Likewise, a study for the relationship Communicate with a Specific Person (3)]
between WTC and other individual differences Layer4: Motivational Propensities [L2
comes from McCroskey and Richmond [3]. In

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MERÇ: WILLINGNESS TO COMMUNICATE INSIDE THE CLASSROOM FOR FOREIGN LANGUAGE LEARNERS: A STUDY WITH TURKISH
LEARNERS

Self-Confidence (7)-Intergroup Motivation (6)- has focused on the social context of WTC
Interpersonal Motivation (5)] [12], and the influence of attitudes and affect
Layer5: Affective-Cognitive Context on WTC levels of language learners and on
[Communicative Competence (10)-Social their ability in second language
Situation (9)- Intergroup Attitudes (8)] communication [13].
Layer 6: Social and Individual Context In another recent study, it was found that
[Personality (12)-Intergroup Climate (11)] there was a direct relationship between WTC
and the international posture of Japanese
Under the light of the pyramid above which language learners in a foreign language
integrate communication behavior and L2 context [14].
learning, MacIntyre et al conducted a study to Furthermore, situational WTC is another
examine the correlations among WTC inside concept introduced in the second language
and outside the classroom, social support, literature [7]. According to a recent report,
and language learning orientations of situational WTC in L2 emerged from the joint
immersion students in Quebec, Canada [7]. effect of three interacting psychological
Their study with 79 English-speaking students conditions of excitement, responsibility, and
who have been learning French as a second security, each of which was co-constructed by
language used a four-part questionnaire. The interacting situational variables such as topic,
results showed that there were significant interlocutors, and conversational context [15].
intercorrelations between WTC inside and In summary, it will be quite beneficial for the
outside the classroom. Also, the researchers language learning research area to integrate
found that stronger orientations for language WTC as a communication research issue and
learning tended to be more highly related to other variables in language learning studies
WTC outside the classroom. Moreover, within a study of investigating individual
considering the role of social support in WTC, differences in language learning because
they found that immersion students had level of WTC inside the classroom and the
higher WTC inside than outside the type of motivation the particular learner have
classroom, but social support, especially from considerable effects on a successful learning
their peers, played a great role for WTC environment and on a successful training.
outside the classroom. Likewise, the social Therefore, this study aims to answer the
support of the friends was found to be highly defined research questions and discuss the
related to traveling and making friendships underlying reasons for the results appeared
with Francophones in terms of investigating together with certain classroom implications.
the effect of social support on language
orientations.
For a broad understanding of the high 3 METHODOLOGY
achievement in learning a language, it is
important to identify the reasons for learning a 3.1 Participants
foreign language. Language learning
The participants in this study are 28 university
orientations, on the one hand, might be an
students (11 male and 17 female) from
important consideration, which can change
Anadolu University, Turkey. The ages of the
from one learner to another. Certain research
participants range from 20 to 26 (average
reports announced that various orientations
22.8). The participants are all from Turkey and
for learning a second/foreign language had
studying in different departments of Anadolu
significant impacts on both success in the
University. They have been studying English
learning process and on other variables such
in a course provided by the School of Foreign
as classroom tasks and beliefs about learning
Languages as a three-hours-a week program
a language [10] and feedback [10], [11].
as Intermediate level students. This course is
Social support, on the other hand, might have
an elective one and students are the ones,
been the stimulus for learning a
who are attending the courses within their
second/foreign language which was
own wishes to learn English, so the students
determined as a factor that affect both in-class
who are the subjects of this study are the
and out-class behavioral interactions of the
ones with willingness to learn a foreign
learners [7] and as an important impact on
language.
both motivation and success in language
learning as Ngeow defines as the “extent of 3.2 Materials
teacher and peer support, and the integration
of cultural and outside-of-class support into This study aims to use a questionnaire (see
learning experience (p. 2) [8]. Appendix) developed by MacIntyre et al,
In addition to these studies, recent work which consists of four sections. The

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questionnaire, originally, has the following four were three other statements used for
subsections [7]: measuring the same behavior such as “I
a. Willingness to Communicate in the would like to travel to France
classroom: There are 27 items that address (England/America), It will help me if I travel,
students to measure their willingness to and I would like to travel to a French-speaking
engage in classroom tasks and activities. The (English-speaking) area”.
items include statements from four major L2
skill areas to identify the productive and 3.3 Procedure
receptive skill engagement. Students are
asked to indicate their willingness to The modified version of the questionnaire was
communicate on a scale from 1 to 5 (1=almost given to the students within the permission of
never willing, 2=sometimes willing, 3=willing Anadolu University School of Foreign
half of the time, 4=usually willing, 5=almost Languages and the teachers. They were
always willing) in each situation. supposed to complete the test in their regular
b. Willingness to Communicate Outside the class hours under the supervision of their
Classroom: there are 27 items that address teacher. The test required approximately 20
students to measure their willingness to minutes per participant to complete.
communicate outside the classroom. Students
are asked to describe their willingness as
4 RESULTS AND DISCUSSION
mentioned in the previous subsection.
c. Orientations for Language Learning: As the aim of this study was to investigate a)
Students are asked to indicate which the relationship between WTC inside the
particular reasons for learning a foreign classroom and language learning orientations,
language apply them on a scale from 1 to 6 b) effect of social support on language
(1=strongly agree, 2=moderately agree, learning orientations, and c) the effect of
3=mildly agree, 4=mildly disagree, social support on language learning
5=moderately disagree, 6=strongly disagree). orientations, the overall scores of the three-
There are five determined orientations each section questionnaire that reflect the individual
with four items including “friendship, travel, report of the learners on a likert-type scale
knowledge, job-related, and school were identified (see Appendix C).
achievement”. The results of the individual sections will
d. Social Support: Students are asked to be given and each of the aims of the study will
answer ‘yes’ or ‘no’ to six questions about who be discussed in turn in comparison with the
offered support for their learning a foreign study of MacIntyre et al [7].
language: mother, father, teacher, favorite
sibling, best friend, and other friends. 4.1 WTC Inside the Classroom and
Since this questionnaire had been Language Learning Orientations
designed for French immersion students in
Canada and presented in English that is the When the self-reported test results of the
native language of the participants, it was students are analyzed in terms of WTC inside
used in this study with certain modifications. the classroom in four skill areas (speaking,
First, the second subsection of the reading, writing, and comprehension), they
questionnaire (Willingness to Communicate seem to be different from each other (Table 1).
Outside the Classroom) was omitted since Namely, students were found to be willing to
Turkish EFL students have no or little chance communicate more on reading tasks (m=
to communicate in L2 outside the classroom. 3,702), which almost means they are usually
Second, the three remaining subsections of
the questionnaire were translated into Turkish TABLE 1
conducting the “back-translation” method. For MEAN SCORES FOR THE WTC INSIDE THE
this reason, two bilingual professors from CLASSROOM IN FOUR SKILL AREAS
Anadolu University English Language
Teaching Department were requested to help.
Third, certain expressions like “French,
Canada, and Canadian” were changed to their
equivalents needed for this study such as
English, England/America, and
English/American. Fourth, the statement “I
would like to travel in Quebec” was omitted
since there were no equivalent statements for
this item and based on the fact that there

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MERÇ: WILLINGNESS TO COMMUNICATE INSIDE THE CLASSROOM FOR FOREIGN LANGUAGE LEARNERS: A STUDY WITH TURKISH
LEARNERS

willing to communicate. Far beyond the comprehension tasks. This might be the result
willingness level in reading skills, participants of the idea that they will not have to produce
reported to be willing half of the time in language to learn about things around and to
speaking skills (m= 3,111) and comprehension find a good job where they only need to prove
skills (m= 3,250). Last, writing skills were their level in the foreign language within
measured to be the ones students were the multiple-choice exams in Turkey that require
least willing to communicate (2,905). The total reading comprehension and structural
average score for participants to be willing to achievement only.
communicate inside the classroom in four skill
areas showed that they were willing to 4.2 Social Support and WTC
communicate in classroom tasks half of the
time (m= 3, 210). The type of social support in this
questionnaire was determined as the support
TABLE 2 of parents, friends, teachers, and siblings. The
MEAN SCORES FOR FIVE LANGUAGE LEARNING students were free to choose more than one
ORIENTATIONS person who was supposed to support them for
their learning English (Table 3). In their
reports, 78 % of the students (22 students)
reported that their mother supported them in
their learning of English, 75 % of them (21
students) reported that their father supported
them, and 71 % of them reported that their
teacher supported them to speak English.
In contrast to support from elder people or
adults, the friends and siblings of the
participants were less effective in their choice
Moreover, language learning orientations to learn English similar to what MacIntyre et al
of the participants showed that they didn’t found in their study [7]. Only 57 % of them (16
have a certain reason for learning English as students) reported that their best friend
a whole group such as travel, friendship, supported them to speak English, 53 % of
knowledge, job-related, and school them (15 students) reported that their other
achievement (Table 2). However, ‘knowledge’ friends supported them similar to the support
was found to be the most popular orientation of the favorite sibling (53 %, namely 15
among all others (m= 2,273). ‘Job-related’ students). Only two of the students (7 %) did
factors (m= 2,653) and ‘friendship’ purpose not report any of the types of support they
(m= 2,553) for learning English were also were given to indicate.
found to be the popular orientations. On the In order to understand the relationship
other hand, orientations related to ‘school between social support and WTC inside the
achievement’ (m= 2,428) and ‘travel’ (m= classroom, five highest willing students for
2,380) were found to be least preferred communication inside the classroom were
orientations for language learning. analyzed in terms of their support reports. The
The results of the reports on WTC scale results showed that all students reported to be
were not surprising. Speaking and writing supported by favorite sibling, best friend, other
skills were found to be the skills in which friends, and teachers. However, four of them
students are less willing to communicate in reported that their mother supported them and
the classroom similar to what MacIntyre et al
TABLE 3
found [7]. It can be interpreted that these two
skills are the two productive skills based on SCORES FOR THE TYPE OF SOCIAL SUPPORT
language performance and can be explained
as what MacIntyre et al stated: “Speaking and
writing are more public tasks, where L2
competence is on display for observers. This
leads to a higher probability of becoming
embarrassed if performance is not as effective
as the student wishes (p. 379) [7].
Another finding out the probable connection
between WTC and language learning
orientations is that students prefer to learn
language for being knowledgeable people and
for finding better jobs in future and they are
more willing to communicate in reading and

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 IASK PROCEEDINGS

TABLE 4 students to eliminate other variables since it is

WTC AND SOCIAL SUPPORT SCORES OF FIVE HIGH a personality trait research. Also, this study
WILLING STUDENTS lacks certain statistical analysis to identify the
exact relationships among concepts.
Moreover, the studies on this research area
must be conducted, in different learning
environments to determine the different
conceptions of language learning orientations
and social support of the language learners.
Last, the overall communication strategies
and the willingness levels of the participants in
their social lives may be determined to make
the results of the studies like the present one
more relevant and acceptable.

5.2 Conclusion
only three of them reported that their father
supported them. Within the language learning research area,
These findings might mean that students WTC can be seen as a variable affecting
who are highly willing to communicate are not language learning as an individual factor and
mainly supported by adults in contrast to as a purpose to both learn and teach foreign
whole group who were found to be supported languages. Also, defining orientations for
by elderly. language learning can be the motivation for
language learners to find out their reasons to
4.3 Social Support and orientations learn that language. Similarly, social support
either from peers or adults may be seen as an
When the participants’ reports on social important factor, which will take learners to a
support and language learning orientations high WTC level and help them to motivate
were analyzed, it was found that there might themselves to learn a foreign language.
not be an important effect of social support on As a starting point for a larger scale
reasons to learn English in contrast to the project regarding the WTC inside the
study of MacIntyre et al who found that classroom, this study shed some light in order
students were mostly supported by their peers to understand the Turkish context as a foreign
and siblings in order to communicate in the language one in a similar understanding to
society where the target language is spoken some other foreign language contexts, which
[7]. would assure that WTC is not only bound to
When it is taken into consideration that second language acquisition [14]. Besides,
students mostly prefer to learn English for this study was a good opportunity to check the
being a more knowledgeable person and they suitability of the questionnaire, which is
are mostly supported by their parents and considered as a research tool for possible
teachers as older ones, one may conclude future studies regarding the role of WTC
that they do not learn English for inside the classroom in a foreign language
communicating with others with the help of context such as Turkey.
their peers which might also be the reason for In conclusion, it is believed that a high
not desiring to communicate in the classroom WTC inside the classroom may facilitate
in certain classroom activities. language learning process [7]. It is also
evident that learners need to talk in order to
5 LIMITATIONS AND CONCLUSIONS learn a second/foreign language [16],
especially in a foreign language context where
5.1 Limitations and Suggestions for students’ the only chance to speak is the one
further Research they have in their classrooms. Finally, further
studies should be conducted to lighten the
Although this study aimed to identify the area in order to make communicative and
relationship among willingness to interactive classrooms together with clear and
communicate inside the classroom, language meaningful goals to achieve in language
learning orientations, and social support of learning.
Turkish EFL students, it has certain
limitations. First, this study was conducted APPENDIX
with a low number of students. It may be done
with a higher amount of students by
equalizing the number of male and female WILLINGNESS TO COMMUNICATE INSIDE

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MERÇ: WILLINGNESS TO COMMUNICATE INSIDE THE CLASSROOM FOR FOREIGN LANGUAGE LEARNERS: A STUDY WITH TURKISH
LEARNERS

THE CLASSROOM _____2. Write down the instructions for your

favorite hobby.
Directions: This questionnaire is composed
_____3. Write a report on your favorite animal
of statements concerning your feelings about
and its habits.
communication with other people, in French.
_____4. Write a story.
Please indicate in the space provided the
_____5. Write a letter to a friend.
frequency of time you choose to speak in
_____6. Write a newspaper article.
French in each classroom situation. If you are
_____7. Write the answers to a “fun” quiz
almost willing to speak English, write 1. If you
from a magazine.
are willing sometimes, write 2 or 3. If you are
_____8. Write down a list of things you must
willing most of the time, write 4 or 5.
do tomorrow.
1= Almost never willing
2= Sometimes willing COMPREHENSION IN CLASS
3= Willing half of the time
4= Usually willing _____1. Listen to instructions and complete a
5= Almost always willing task.
_____2. Bake a cake if instructions were not
SPEAKING IN CLASS, IN FRENCH in English.
_____3. Fill out an application form.
_____4. take directions from a French
_____1. Speaking in a group about your
speaker.
summer vacation.
_____5. Understand a French movie.
_____2. Speaking to your teacher about your
homework assignment.
_____3. A stranger enters the room you are
in, how willing would you be to have a ORIENTATIONS FOR LANGUAGE
conversation if he had talked to you first? LEARNING
_____4. You are confused about a task you
Directions: We are interested in your reasons
must complete, how willing are you to ask for
for studying English. Please indicate the
instructions/clarifications?
extent to which you consider each of the
_____5. Talking to a friend while waiting in
following to be important reasons for you to
line.
study English. Write the appropriate number
_____6. How willing would you be to be an
in the space provided.
actor in a play?
_____7. Describe the rules of your favorite
1= Strongly agree
game?
2= Moderately agree
_____8. Play a game in French, for example
3= Mildly agree
Monopoly.
4= Mildly disagree
5= Moderatelyly disagree
READING IN THE CLASS (TO YOURSELF NOT 6= Strongly disagree
LOUD OUT)
Studying English is important because
_____1. Read a novel.
_____1. It will be useful in getting a good job.
_____2. Read an article in a paper.
_____2. I would like to travel in English-
_____3. Read letters from a pen pal written in
speaking countries.
native French.
_____3. I would like to meet some
_____4. Read personal letters or notes written
English/American people.
to you in which the writer deliberately used
_____4. It will help me understand
simple words and constructions.
English/American and their way of life.
_____5. Read an advertisement in the paper
_____5. I will need English for my career in
to find a good bicycle you can buy.
the future.
_____6. Read reviews for popular movies.
_____6. I would like to go to an English-
speaking country
WRITING IN CLASS, IN FRENCH _____7. I would like to be friends with some
French people.
_____1. Write an advertisement to sell an old _____8. It will help me to be successful in
bike. business.
_____9. It will help me to get a better paying
job.

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 IASK PROCEEDINGS

_____10. It will make me a more [5] J.C. McCroskey and V.P. Richmond, “Willingness to
Communicate: A Cognitive View”, Journal of Social
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_____11. It will help me if I travel. [6] A. Sallinen-Kuparinen, J.C. McCroskey, and V.P.
_____12. It will enable me to make friends Richmond, “Willingness to Communicate,
more easily among English-speaking people. Communication Apprehension, Introversion, and
Self-Reported Communication Competence: Finnish
_____13. It will help me acquire new ideas and American comparisons,” Communication
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speaking area. Noels, “Conceptualizing Willingness to
Communicate in a L2: A Situational Model of L2
_____15. It will help me to get to know
Confidence and Affiliation,” The Modern Language
English-speaking people. Journal, vol. 82, pp. 545-562, 2001.
_____16. It will help me learn about myself. [8] K. Ngeow, “Enhancing Student Thinking through
_____17. It will help me to get good grades. Collaborative Learning,” ERIC Digest, ERIC
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_____19. It will give me a better education. Conrod, “Willingness to Communicate, Social
_____20. I get high marks in English. Support, and Language-Learning Orientations of
Immersion Students,” Studies in Second Language
Acquisition, vol. 23, pp. 369-388, 1998.
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Counselor,” Occupational Outlook Quarterly, vol. 42,
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1. My mother wants me to speak “Willingness to Communicate in a Second
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Vitality”, Journal of Language and Social
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[1] R. Ellis, Second Language Acquisition Theories. Communicate and Intensive Language Programs”,
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[2] G. Strong, “Attitude and Motivation in Language no. 4, pp. 589-607, 2003.
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